Action Research Grade 5

DepEd – DIVISION OF QUEZON
Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

Cell # 09175824627 or at www.depedquezon.com.ph
“Creating Possibilities, Inspiring Innovations”
Page 1 of 15
TEMPLATE FOR COMPLETE ACTION RESEARCH
PARTS OF A GUIDE QUESTIONS IN WRITING A COMPLETE ACTION RESEARCH

COMPLETE ACTION
RESEARCH
TITLE OF ACTION FORDA WIN: Improving Reading Comprehension Among 5th

RESEARCH Graders
I. INTRODUCTION Reading is one of the fundamental skills needs to learn to
succeed in life (Ambruster, 2020). Moreover, reading
comprehension is always challenging specially if the materials is
unfamiliar, technical, complex. Pupils may understand each word
separately, but linking them together into meaningful ideas doesn’t
happen as it should be (Graesser 2018). In fact, according to the
Philippines rank lowest in reading comprehension in the 2018
Programme for International Student Assessment (PISA).
In Alamada Central Elementary School particularly in Grade V

selected students, the researcher has found out through the aid of
Phil Iri tool that 20 out of pupils belong to frustration reading level.
This is very alarming result and dilemma not just in Alamada Central
Elementary School but to other schools as well because this
problem is very prevalent to our pupils nowadays.
Out of the information gathered, it was found out that most of

them don’t have reading materials at home, no follow up by their
parents at home, they lack interest in reading, lack of motivation
from these respondent parents and the educational background of
their parents. This could also lead to failure, low self-esteem, low
academic performance and possible drop out of the child.
The purpose of this study is to develop an intervention to

enhance the reading comprehension of the twenty pupils through
‘’F,O,R,D,A WIN’’ intervention. The researcher believe that this will
help the pupils develop the needed skills in reading while having fun
through dancing and arts.
This intervention will also help learners cope with the basic
skills in reading which were supposedly learned during early grades.
Email address: quezon@deped.gov.ph

Comments: Txt HELEN – 09178902327 (Smart/Sun/TalknTxt) 2327 (Globe and TM)
Cell No: 09175824629
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With this intervention, learners will be ready to read based on their

age and grade level. Significantly, exposure of child to reading
materials in whatever language he/she knows, constitute to
development of reading ability (Akubuilo, 2015).
A. Research Research Questions

Questions
This study was designed to improve the reading
comprehension among 5th graders
Specifically, it sought to answer the following questions:
1. What is the reading comprehension level of the grade

5 pupils before the F.O.R.D.A WIN intervention?
2. What is the reading comprehension level of the grade
5 pupils after the intervention?
3. Is there a significant difference on the reading
comprehension levels of the grade 5 pupils before and
after the implementation of the intervention?
4. What is the impact of the F.O.R.D.A WIN Intervention
to the grade 5 pupils?
5. What are the insightful experience of grade 5 pupils
during the implementation of the intervention?
B. Hypothesis Hypothesis
There is no significant difference on the reading

comprehension levels of the grade 5 pupils before and after the
implementation of the intervention.
II. BRIEF REVIEW OF II. REVIEW OF RELATED LITERATURE AND STUDIES

RELATED
LITERATURE AND This chapter included a review of literature and studies which
STUDIES have significant relationship and similarities with the present study.
Recently, infographics has spread throughout many
fields in life. It has been used in media, education, awareness
initiatives, entertainment, environment protection, etc.

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According to Eisssa (2014) Infographic is the art of

transferring information and complicated data into cartoons which
are much easier for perception and recognition. It does not require
reading much information and more texts which leads to effective
visual interaction. This statement was supported by the works of
Shaltout (2014) that infographic is also called interactive data
visualization and information design. It might be represented using
this equation; Information + Graphic = Info graphic.
According to Eissa (2014) and Simiciklas (2012) infographics

characteristics are simplifying hard and complicated information-
based on visual effects to be easier for reading and understanding;
transferring data and information from its traditional form as
represented by letters and numbers into interesting figures and
drawings; using visual scanning to minimize time consumed in
reading such massive amount of written data and information, the
effectiveness of using infographics art in marketing via social media
to attract customers; ease of publication and distribution via social
networks; and enforcing the process of saving information as far as
possible.
More so, El-Araby (2008) stated that the most prominent

characteristics of infographics are it is a visual explanation which
helps in understanding and finding information easily; it is a visual
graphical representation which integrates vocabulary and figures in
a smooth way; It is self-explanatory and it does not require further
explanation and clarification; It makes the understanding process
faster and consistent; it is internationally understood; it only focuses
on the most important points; and it is interesting for readers.
On the contrary, A. Chong (2012) argues that data visualizations

—of which infographics are one common example—are becoming
“more integral parts of…our students’ information diet”. Even
Facebook in its most recent design iterations, he explains, has
focused on delivering information visually (Chong, 2012). The usage
of infographics while producing electronic content in a fast and easy
way is widely spread. The importance of using infographics in
education has increased as learners’ desire to understand certain

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topics by viewing rather than reading, has increased.
Hafeth (2013) conducted a study which aimed at

recognizing the effectiveness of using the visual approach along
with the aid of a computer to develop second grade, preparatory
school female students’ sense of place. The researcher used the
experimental research design. The study sample consisted of 90
female students at second grade, preparatory school at “Al-Haram
preparatory school for girls” in Cairo, Egypt. They were divided into
an experimental group of (46) students and a control group of (44)
student.
Coleman (2010) stressed how far primary level school

teachers use charts in their educational practices at Alabama
University in USA. The researcher used the descriptive design and
used the questionnaire to reach desired results. Results showed an
increase in teachers’ usage of charts which included most
educational practices.
As S. Hill and C. Grinnell (2014) argue, that if teachers want

the students to be successful in telling the stories of science and
industry, the teacher to give them the tools available to them to do
that. One of those tools is the infographic. Infographics can be
particularly useful for STEM students because they encourage
students to show relationships, represent complex data clearly, and
consider users’ knowledge and experience (Chong, 2012; Hill &
Grinnell, 2014).
Infographics, efficient visual representations of information

that use visual relationships to make an argument, provide one way
to accomplish this goal by engaging students in the process of
research and writing as creating, not just reporting. Indeed, we
argue that infographics can teach students what J. Purdy (2014)
calls “design thinking,” an invention strategy that asks writers to
explore multiple composing possibilities and to see design as a
critical strategy connecting multimodal and alphabetic essay
assignments.
Educators using infographics will remain ahead of the curve

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when it comes to teaching practices and techniques. The interfaces

of our technology are expanding visually, and we need to use these
techniques for improving instruction. Graphic designers and artists
have a vast knowledge of illustration, but incorporating complex
infographics in the pre-kindergarten to 12th grade curriculum will
help all learners grow (Davis , 2018).
III. SCOPE AND SCOPRE AND LIMITATIONS

LIMITATIONS
This study was limited only on improving reading
comprehension of the selected grade 5 pupils. The study was
conducted at Alamada Central Elementary School. This study used
an adapted survey questionnaire from Phil Iri. The research was
concluded during the third quarter of the school year. The
participants were limited to those who are currently enrolled in class
of grades five. The data were collected through pretest and post-
test. The researcher used t-Test to find the significant difference of
the two means of the tests.
IV. METHODOLOGY METHODOLOGY AND RESEARCH DESIGN
Researcher Design
The researcher utilized the descriptive – comparative method

where the research itself consider two entities: pretest and past-test
of pupils after the use of “Present-Engage-Build Utilization
Technique” for infographic materials in global warming. Descriptive
was used in getting the mean of the test results of the Grade 5
pupils. Descriptive research design is a valid method for
researching specific subjects and as a precursor to more
quantitative studies ( Shuttleworth, 2008 ).
The pretest was given to the grade five pupils. After the
pretest had given the “Present-Engage-Build Utilization Technique”
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was utilized to the grade five pupils. To see the increase in pupils’
awareness pretest and posttest were compared. The significant
difference of the pretest and posttest were computed using the
dependent t test. The data and information gathered were
systematically checked, computed, tabulated and interpreted.
Research Locale
The study was conducted in Alamada Central Elementary

School. The school is located in Brgy. Kitacubong Alamada
Cotabato. Alamada Central Elementary School belongs to Alamada
West district in the Division of Cotabato.
Population and Sample
Purposive sampling was used in the choice of the Alamada

Central Elementary School as the venue of the research. The total
number of respondents were 30 Grade 5 pupils with 11 males and 4
females. Purposive sampling was used in cases where the specialty
of an authority can select a more representative sample that can
bring more accurate result than by using other probability sampling
technique (Explorable.com, 2009).
Research Instrument
The instrument used in the study were the 7 – item pretest

and the posttest. The instrument was adapted by Phil Iri. The items
of the test were taken from the content of the infographic materials
which are aligned in Grade 5.

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Data Gathering Procedure
The researcher asked permission to the school head to

conduct study on increasing the awareness in global warming of the
pupils through the use of infographic materials.
In this study, the researchers gathered the data through the

pretest and posttest. The pretest was administered by the
researcher to the Grade 5 pupils. It was followed by utilization of the
“Present-Engage-Build Utilization Technique”. The infographic
materials were gradually introduced by the research during the
Science class. The utilization of the materials ran for 3 days.
After the “Present-Engage-Build Utilization Technique” have

fully administered and used the research conducted the posttest.
The researcher compared the mean of the pretest and posttest to
determine if there was a significant difference of the means of the
pupils. Pretest- Posttest design is the prepared method to compare
participant group and measure the degree of change occurring as a
result of treatment or intervention (Shuttleworth, 2009).
Statistical Treatment of Data
The statistical treatment of data used in the study

were:
Mean
M= ∑M
N
Where:
M = mean of the pupils’ score
∑M =sum of pupils’ score
N =total number of pupils

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t-Tets
Where,
x1¯x1¯ = Mean of first set of values
x2¯x2¯ = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.
V. RESULTS AND RESULT AND DISCUSSION

DISCUSSION
Table 1
Mean Score of Pretest and Post-tets using “Present-Engage-Build

Infographic Utilization Technique”
Grade No. of No. of Pretest Pretest Difference

level Items Pupils Mean Mean
5 15 15 34.26 68.06 33.80
The table shows the results of the pre-test and post-test of

the 15 respondents in the 15-item test conducted by the researcher
before and after the utilization of infographic materials.
It revealed that the pre-test acquired a Mean of 34.26 and

mean of 68.06 substantiate the post-test result.
The Table 1 clearly reflects that there was a remarkable

increase in the Mean of pretest of the respondents after the
utilization of infographic materials. This is an apparent intimation

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that the utilization of infographic materials is an effective and potent

infographic materials in increasing the awareness of global warming
through the utilization of “Present-Engage-Build Infographic
Utilization Technique” .
T-test Result on Finding the Significant Difference in the means of

the Grade 5 Pupils Before and After the Utilization of “Present-
Engage-Build Utilization Technique”.
Variables Df Mean Compute Critica Decisio Impressio
Compare s d t-value l n n @ 0.05
d t-value Level
Pre-test X 1 =¿ 10.46 1.76 Reject Significant
( X 1) 1 34.26 Ho
And 4 X 2 =¿
Posttest 68.06
(X 2)
Table 2 shows the result of the t-test on finding the significant

difference in the pre-test and posttest. It can be gleaned from the t-
value of 10.46 and the critical level 1.76 the researcher rejected the
null hypothesis which is significant at 0.05 level . This shows that
there was a significant improvement in the spelling skills of grade 5
pupils because of the remarkable increased of the mean.
VI. RECOMMENDATION RECOMMENDATIONS

S
The following are hereby recommended based on the result
and implications of the study:
1. Teacher should us the “Present-Engage-Build Infographic

Utilization Technique” in increasing the pupils’ awareness in
global warming and teaching other Science concept.
2. The Infographic Materials can be used also not only in

Science subject but also from other subject or concept where
infographics materials.

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3. School head may conduct or organize instructional making

LAC session to improve the quality of infographic materials
and its utilization to make it more acceptable and visually
appealing to the pupils.
4. The teacher should make a proposal to the district office for a

demonstration teaching as one of the requirements to use the
teaching technique or utilization of the technique.
VII. LIST OF REFERENCES

REFERENCES
A. Books
Department of Education (2013). K to 12 Curriculum. Science

Department of Education, Republic of the Philippines
Hafeth, A. M. (2013). Effectiveness of Using Visual Approach in

Teaching Mathematics Using Computers on
Developing Spatial Sensation for Preparatory
School Students. Journal of Mathematics
Education, 16.
Hyerle, D. (2009). Visual Tools for Transforming Information

into Knowledge. Thousand
Oak Publications.
B. Journals/Periodicals
Al-Ba’aly. (2013). Effectiveness of a Proposed Unit at Science

According to the Perspective of Costa and Calik
for Mind Habits on Developing Analytical
Thinking and Scientific Tendencies for the First-
Grade Preparatory School Students in the
Kingdom of Saudi Arabia. Practical Education
Magazine, 5(l16).

Cell No: 09175824629
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Siribunnam, R., & Tayraukham, S. (2009). Effects of 7-e, KWL and

Conventional
Instruction on Analytical Thinking, Learning
Achievement and Attitudes Toward Chemistry
Learning. Journal of Social Sciences, 5(4), 279-282.
http://10.3844/jssp.2009.279.282
C. Online Sources
Eissa, M. (2014). What is the Infographic? Definition, Tips and

Free Tools. Retrieved from http://xn------
lzecaacca1agqu6awd7etd9hde5br5cm6bt6bf
El-Arabi, R. (2008). Infographic Design. Amman, Jordan,

Electronic Copy. Retrieved from
https://kenanaonline.com/files/0011/11257/GraohicD
esign.pdf
Explorable.com. (2009). Dependent T-Test for Paired Samples.

Retrieved from
Explorable.com:http://explorable.com/arithmetic-
mean
Explorable.com. ( 2009).Purposive Sampling. Retrieved from

Explorable.com:https://
explorable.com/purposive-sampling
Gaines, K. (2012). Why Are Students Not Learning on the

School Bus? The Future of Learning Outside the
Classroom in American Schools,
Goh, T. (2018). Infographic Hack #1: 3 Steps to Create an Engaging

Presentation using Infographic. Retrieved from
piktochart.com/blog/infographic-hack-use-
infographic-jazz-up-your-presentation/.

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Kalla,S. (2009). Mean, Retrieved from Explorable.com:http://

explorable.com/
arithmetic-mean
VIII. APPENDICES
ROOT CAUSE ANALYSIS
(FISHBONE TECHNIQUE)
NO INTEREST LOW NOT

PERFORMANC MOTIVATED
E
INFOGRAPHI
C MATERIALS
UTILIZATN
E
TECHNIQU
ENGAGEMENT COOPERATIVE CREATE

ACTIVITY LEARNING LEARNING
OUTCOME

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APPENDIX B
Work Plan
RESEARCH TIME FRAME

ACTIVITIES
DECEMBER JANUARY FEBRUARY
WEEK WEEK WEEK
3 4 1 2 3 4 1 2 3 4

Formulation of action
research title and
proposal
Seek permission to
the proper authorities
Checking of action
research proposal-
SCHOOL LEVEL
Revision of the
proposal
Initial assessment of
the proposal
Evaluation of the
approved proposal
Implementing and
Conducting of the
action research
*distribution of TEST
*collecting of data
*Processing and
Analyzing of data
Preparing the final
research paper to
complete
Submission and
presentation of the
result of the action
research

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___________________________________________________________
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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Action Research Grade 5

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DepEd – DIVISION OF QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

TEMPLATE FOR COMPLETE ACTION RESEARCH

PARTS OF A GUIDE QUESTIONS IN WRITING A COMPLETE ACTION RESEARCH

TITLE OF ACTION FORDA WIN: Improving Reading Comprehension Among 5th

In Alamada Central Elementary School particularly in Grade V

Out of the information gathered, it was found out that most of

The purpose of this study is to develop an intervention to

Email address: quezon@deped.gov.ph

With this intervention, learners will be ready to read based on their

A. Research Research Questions

Specifically, it sought to answer the following questions:

1. What is the reading comprehension level of the grade

There is no significant difference on the reading

II. BRIEF REVIEW OF II. REVIEW OF RELATED LITERATURE AND STUDIES

Email address: quezon@deped.gov.ph

According to Eisssa (2014) Infographic is the art of

According to Eissa (2014) and Simiciklas (2012) infographics

More so, El-Araby (2008) stated that the most prominent

On the contrary, A. Chong (2012) argues that data visualizations

Email address: quezon@deped.gov.ph

topics by viewing rather than reading, has increased.

Hafeth (2013) conducted a study which aimed at

Coleman (2010) stressed how far primary level school

As S. Hill and C. Grinnell (2014) argue, that if teachers want

Infographics, efficient visual representations of information

Educators using infographics will remain ahead of the curve

Email address: quezon@deped.gov.ph

when it comes to teaching practices and techniques. The interfaces

III. SCOPE AND SCOPRE AND LIMITATIONS

IV. METHODOLOGY METHODOLOGY AND RESEARCH DESIGN

The researcher utilized the descriptive – comparative method

The study was conducted in Alamada Central Elementary

Population and Sample

Purposive sampling was used in the choice of the Alamada

The instrument used in the study were the 7 – item pretest

Email address: quezon@deped.gov.ph

Data Gathering Procedure

The researcher asked permission to the school head to

In this study, the researchers gathered the data through the

After the “Present-Engage-Build Utilization Technique” have

Statistical Treatment of Data

The statistical treatment of data used in the study

M = mean of the pupils’ score

∑M =sum of pupils’ score

N =total number of pupils

Email address: quezon@deped.gov.ph

V. RESULTS AND RESULT AND DISCUSSION

Mean Score of Pretest and Post-tets using “Present-Engage-Build

Grade No. of No. of Pretest Pretest Difference

The table shows the results of the pre-test and post-test of

It revealed that the pre-test acquired a Mean of 34.26 and

The Table 1 clearly reflects that there was a remarkable

Email address: quezon@deped.gov.ph

that the utilization of infographic materials is an effective and potent

T-test Result on Finding the Significant Difference in the means of

Table 2 shows the result of the t-test on finding the significant

VI. RECOMMENDATION RECOMMENDATIONS

1. Teacher should us the “Present-Engage-Build Infographic

2. The Infographic Materials can be used also not only in

Email address: quezon@deped.gov.ph

3. School head may conduct or organize instructional making

4. The teacher should make a proposal to the district office for a